Project-Based Learning (PBL) is one of the active learning methodologies, which focuses on using group tasks and challenges to build knowledge based on an authentic problem, a complex question, and/or a challenge, through practical activities and/or the practical application of information. The key, therefore, is that the challenging problem be authentic and that it generate practical and viable solutions for the students’ lives.

This requires what is considered the foundation of any active methodology: the student’s active participation in all phases of the process. This process is, by definition, an investigation driven by planned questions with the goal of making the student the builder of their own knowledge. In this sense, students formulate hypotheses, conduct research, and seek resources to arrive at a solution to the problem, question, or challenge.

Planning is an essential element for the success of this methodology, as it is an approach that combines theory and practice, with students playing a central role in the process. Thus, the process requires concrete action on the part of the students, who are encouraged to discover creative and imaginative solutions within the context being explored—a process that demands constant communication among themselves and with the teacher.

How does it work?

In this methodology, it is essential that the approach taken by everyone involved differ from the traditional one. Instead of a lecture-based approach, the teacher should encourage students to take action in a way that allows them to make decisions and plan their actions. The teacher then assumes the role of a guide and facilitator in the students’ decision-making, leading the process together with them.

It is up to the students to gather and organize the theoretical and practical materials needed to complete the assignment, in line with the learning objectives. This promotes greater independence and increases their engagement in achieving the proposed objectives and outcomes.

To that end, the following three steps are suggested for implementing ABP:

• Complex Question

A problem or challenge—usually in the form of a question—may be presented or suggested, and it must be aligned with a specific learning objective. This must be planned in advance by the educational institution and the teacher, as this stage should also provide guidance on the primary (though not definitive) possibilities for the activities to be carried out.

The level of complexity of the question should be appropriate for the students’ developmental level; it should not be too easy or too difficult. Examples available on websites can also be used to ensure that this step is carried out with the appropriate level of planning—using a schedule, for example.

• Research

The inquiry process begins with a question, and students must begin investigating the possible cause(s) and develop hypotheses to answer the question, drawing on the knowledge and resources they have. In this step, they must devise strategies to solve the problem, based on a plan they have collectively defined. It is at this stage that collaboration, communication, and critical thinking are essential.

Here, too, it is essential that the groups have the freedom to act so that they can choose their own path independently. At this point, the teacher’s feedback and monitoring must also be constant in order to enrich the discussion and expand the students’ knowledge base, as well as to resolve any obstacles and course corrections to the initial plan, while keeping student motivation high.

• Solution and Presentation

Once the plan is implemented, students must find a solution to the problem. Results can be presented using presentation templates, graphs, statistics, apps, videos, or other possible tools, whether multimedia or not. This presentation is given to an audience (usually the class), and the teacher is responsible for jointly evaluating the results and performance of each project. To this end, each group must organize the necessary materials for the presentation—such as a multimedia projector, sound system, and posters—which should be prepared in advance.

What are the pros and cons?

The implementation of ABP is intended to help students develop a variety of skills and competencies. The following can be inferred:

• Autonomy and self-discovery;
• Curiosity and the acquisition of innovative ideas;
• Critical and reflective thinking;
• Collaborative work and leadership;
• Interpersonal communication and empathy;
• Logical reasoning;
• Use of technological resources;
• Resilience in dealing with frustrations;
• Perseverance and confidence.

In general, studies that include evaluations by students participating in PBL highlight that students are more engaged and focused compared to passive, lecture-based methods. There are also reports of increased interest and greater cognitive engagement, as well as findings that suggest a better understanding of the material.

On the other hand, studies do not indicate an improvement in academic performance or immediate knowledge retention compared to other passive teaching methods. However, there are positive reports in this comparison regarding long-term knowledge retention, problem-solving skills, and the ability to apply what has been learned to real-world situations.

See also:

+ Developing Social-Emotional Skills in School

+ Managers, are you ready for the second half of the year?

+ Understanding to Transform: Reflecting on the Social Role of the Teacher

Key Aspects

Scientific research: Students need to learn how to conduct research using reliable sources, in addition to standard searches on search engines such as Google. Google Scholar, the Scielo platform, books, videos, interviews, news articles, and scientific journals will broaden their perspective and understanding of the issue, as well as provide new skills for future research.

Deepening knowledge: The use of scientific language, along with the ability to read and interpret research data, represents a significant achievement for students. It is a qualitative leap that typically occurs only at the undergraduate and graduate levels, but one that can be implemented at the elementary and high school levels.

A shift in mindset: educational institutions , as well as teachers and students, must move away from the traditional teaching model. To this end, all members of the school community should be encouraged to participate in training and reading, which does not usually happen immediately. The assessment model must also be rethought, while ensuring it is adapted to the educational systems. The key to this is collegial discussion, which involves all sectors of the school, represented by the School Council.

Assessment: One of the key aspects of the methodology is assessment, which can be conducted during the process and/or at its conclusion. For example, students can be asked to complete a self-assessment, which is then compared with the instructor’s assessment to identify areas of agreement and disagreement and address them. It is in this way that assessment can become a component of learning.

Interdisciplinarity: One aspect that can be explored in Project-Based Learning (PBL) is that the problem can be raised collectively by teachers in a way that spans multiple disciplines, as part of a cross-curricular approach to teaching. Thus, the project could be developed simultaneously across various areas of knowledge, helping students integrate different bodies of knowledge into problem-solving.

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